10march Sos Bul Jvv School Attendance Control And Guidance
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The document discusses strategies for preventing student dropout by monitoring attendance and addressing absenteeism. It emphasizes the importance of properly registering and analyzing absences to identify underlying causes. Communication with students, parents, and teachers is key, as is providing guidance, support, and proportional consequences for absences. The goal is to address attendance issues early through a supportive approach before problematic patterns of truancy develop.
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Page 1 of 8 Rationale The Student Behaviour Manage
Page 1 of 8
Rationale
The Student Behaviour Management policy and protocols support pastoral care and
student wellbeing initiatives within the College. They are premised on the belief that
student learning and wellbeing are best achieved within an environment that is:
SAFE SUPPORTIVE EMPOWERING
All members of the school community share the responsibility to teach, foster, promote
and encourage positive student behaviour. In order to achieve clarity about behaviour
expectations and consistency and fairness in behaviour management within the College,
the policy and protocols outline practices that support positive student behaviours and
sanctions that apply for breaches of behaviour expectations.
The policy and protocols are developed within the framework of policies and guidelines of
the Catholic Education Melbourne (CEM).
Principles
In expecting and supporting appropriate behavior, we enliven the OLMC Vision and
Mission, wherein we seek to:
• Be hospitable to all
• Respect the dignity of each person
• Act for justice in our community
• Nurture a spirit of kindness
• Know the power of forgiveness and offer this to others
• Live authentically guided by the teachings of Jesus and the college values of justice,
courage, compassion and joy.
OLMC’s approach to student behaviour management is based on restorative practices,
which seek to:
• Protect personal and school community safety
• Assist students and staff to recognise the impact of their actions on others
• Nurture and restore relationships
• Help students to learn from their mistakes, grow in self discipline and take
responsibility for their actions.
The College expects that each person will:
• Behave respectfully
• Allow each student to maximise their learning opportunities
• Take responsibility for their own actions
• Promote a safe environment
• Abide by College regulations.
Protocols
All procedures related to expectations and the consequences of infringements are
outlined in the Protocols, pages 4–8.
Student Behaviour Management
Policy and Protocols
August 2017 (revised)
Page 2 of 8
An accumulation of four infringements will result in a 1-hour Community Service.
Attendance at a number of sessions may require a meeting of the student and the
Year/House Coordinator. Parent meetings may also be required for any further
attendances.
Serious Behaviour Breaches and Major Disciplinary Sanctions
A ‘serious behavior breach’ at OLMC is understood generally as activities or behaviours
of a student which:
• are offensive, or dangerous, to the physical or emotional health of any student or
staff member (e.g. illicit possession and use of drugs, illicit use of prohibited
weapons); or
• consistently and deliberately fail to comply with the reasonable directions of the Head
of Student Wellbeing and the Principal; or
• consistently and deliberately interfere with the educational opportunities and ...
Page 1 of 8 Rationale The Student Behaviour Manage.docx
Page 1 of 8
Rationale
The Student Behaviour Management policy and protocols support pastoral care and
student wellbeing initiatives within the College. They are premised on the belief that
student learning and wellbeing are best achieved within an environment that is:
SAFE SUPPORTIVE EMPOWERING
All members of the school community share the responsibility to teach, foster, promote
and encourage positive student behaviour. In order to achieve clarity about behaviour
expectations and consistency and fairness in behaviour management within the College,
the policy and protocols outline practices that support positive student behaviours and
sanctions that apply for breaches of behaviour expectations.
The policy and protocols are developed within the framework of policies and guidelines of
the Catholic Education Melbourne (CEM).
Principles
In expecting and supporting appropriate behavior, we enliven the OLMC Vision and
Mission, wherein we seek to:
• Be hospitable to all
• Respect the dignity of each person
• Act for justice in our community
• Nurture a spirit of kindness
• Know the power of forgiveness and offer this to others
• Live authentically guided by the teachings of Jesus and the college values of justice,
courage, compassion and joy.
OLMC’s approach to student behaviour management is based on restorative practices,
which seek to:
• Protect personal and school community safety
• Assist students and staff to recognise the impact of their actions on others
• Nurture and restore relationships
• Help students to learn from their mistakes, grow in self discipline and take
responsibility for their actions.
The College expects that each person will:
• Behave respectfully
• Allow each student to maximise their learning opportunities
• Take responsibility for their own actions
• Promote a safe environment
• Abide by College regulations.
Protocols
All procedures related to expectations and the consequences of infringements are
outlined in the Protocols, pages 4–8.
Student Behaviour Management
Policy and Protocols
August 2017 (revised)
Page 2 of 8
An accumulation of four infringements will result in a 1-hour Community Service.
Attendance at a number of sessions may require a meeting of the student and the
Year/House Coordinator. Parent meetings may also be required for any further
attendances.
Serious Behaviour Breaches and Major Disciplinary Sanctions
A ‘serious behavior breach’ at OLMC is understood generally as activities or behaviours
of a student which:
• are offensive, or dangerous, to the physical or emotional health of any student or
staff member (e.g. illicit possession and use of drugs, illicit use of prohibited
weapons); or
• consistently and deliberately fail to comply with the reasonable directions of the Head
of Student Wellbeing and the Principal; or
• consistently and deliberately interfere with the educational opportunities and ...
Safeguarding presentation 2015
This document provides an overview of safeguarding policies and procedures for school staff. It discusses:
1) The roles and responsibilities of the school and staff in safeguarding children, including designating a safeguarding lead.
2) Defining safeguarding and the importance of maintaining a culture where children's safety and well-being are top priorities.
3) Educating staff on signs of abuse and neglect and the procedures to follow if they have concerns about a child, which includes reporting issues to the designated safeguarding lead.
Factors Of Truancy
Truancy continues to be a challenge in Trinidad and Tobago and globally. It commonly occurs among primary and secondary school students ages 14-17, though it lessens as students get older. Truancy can be caused by illness, family issues, peer influence, poor relationships with teachers or peers, bullying, uninteresting curriculums, and socioeconomic factors. The purpose of this study was to examine the factors contributing to truancy at a secondary school in central Trinidad by testing the social control theory related to academic performance, school environment, socioeconomic status, family, and community. The study aims to provide empirical evidence to help address the problem of truancy.
Responding to bullying behavior - Section 4
This document provides guidance for schools on responding to different levels of bullying behavior. It discusses tools like a bullying assessment matrix and quick reference guide to help schools make decisions in response to bullying incidents. The document also addresses involving other agencies if a child's safety is at risk and the importance of parental and community involvement. Schools are advised to use suspensions, exclusions, and expulsions carefully and consider both the targets' and initiators' educational outcomes. The document provides tips for schools on interacting with the media and preventing cyberbullying through policy, education, and cultivating responsible technology use.
2019 Triennial Analysis of Serious Case Reviews: Key messages for Education P...
2019 Triennial Analysis of Serious Case Reviews: Key messages for Education P...Research in Practice
2019 Triennial Analysis of Serious Case Reviews: Key messages for education professionals.
The presentation includes links to related Research in Practice resources which will be useful for learning and development activities based on the findings of this report.A guide to bullying prevention
This document provides a guide for students, staff, parents, and the community on bullying prevention. It outlines roles and responsibilities for different groups to address bullying. Staff are responsible for teaching social emotional learning, reporting incidents, and implementing interventions. Students are taught skills to prevent, address, and report bullying. Bystanders are encouraged to support victims. Parents should model respect, monitor children, and report bullying. A response tree outlines steps to investigate incidents and support all individuals involved through action plans and follow up.
Chapter 11: Seeking Outside Assistance
Teachers should recognize the limits of their expertise in dealing with students with chronic behavioral problems and make appropriate referrals. Before referring students outside the classroom, teachers must document intervention strategies attempted. Initial referrals may be made to parents, with a call, email or letter describing the problem, interventions tried, and proposed plan. For some students, their behavior resists all modification attempts and is a response to negative environmental influences like failure in and out of school. When meeting with parents, conferences should avoid blame and focus on collaboratively helping the student regulate their behavior. Referrals to specialized assistance may be needed for problems unresponsive to classroom treatment or beyond a teacher's expertise.
A guide to bullying prevention
This document provides a guide for bullying prevention. It outlines roles and responsibilities for students, staff, parents, and the community to work together to address bullying. The guide details a response tree with steps to take when dealing with bullying incidents, from initial reporting through investigation, action plans, assessment, follow up, and monitoring. It emphasizes developing social emotional learning competencies in students to prevent and address bullying through teaching skills like asserting oneself, seeking help, making a plan, talking about bullying, and understanding the role of bystanders.
Interview with Dragi Zmijanac - Director of the First Children’s Embassy in t...
Interview with Dragi Zmijanac - Director of the First Children’s Embassy in t...Детска Амбасада Меѓаши
Interview with Dragi Zmijanac - Director of the First Children’s Embassy in the World Megjashi Newspaper VEST, Saturday’s issue - May 7, 2016
Journalist - Ana Antevska
The children are not safe, neither in their schools, nor after they leave the school yard.
A four year old child forgotten and locked in a kindergarten, parents protesting against the violent behavior of a student - are the two cases which brought up the subject of children’s safety in their schools and outside. How to protect themselves from the aggressive behavior of their schoolmates; does the system provide programs and solutions for this problem - explains Dragi Zmijnac, the President/ CEO of the First Children’s Embassy in the World Megjashi.
Case Study - New York
How the Children's Aid Society helps New York schools raise attainment in areas of extreme deprivation
Bullying
Bullying is defined as repeated negative actions against a student who cannot easily defend themselves. It can take various forms including physical, verbal, social, and cyber. The document discusses the prevalence of bullying in schools in the Philippines and worldwide. It outlines the different roles in bullying situations - the bully, the victim, and observers. Interventions to address bullying should be comprehensive, involving curriculum, counseling, social skills training, and creating a supportive environment through open communication between students, teachers, and parents. The goal is to prevent bullying and promote respectful relationships.
Exploring the array of influence on the construction of child neglect
The document summarizes key findings from a doctoral thesis that explored how child neglect is defined and categorized. It discusses three data sources used: interviews with child welfare professionals, observations of social work offices, and case conference minutes. It then outlines characteristics commonly seen in neglected children, such as living in unsuitable homes, young age, and parental issues like substance abuse. The definition of neglect used in assessments is also provided. Finally, it discusses perspectives of different professionals and how understandings of neglect can vary depending on role, training, and personal views.
Class 1 powerpoint
This document provides an overview of an introductory course on development and exceptionality in the regular classroom. It discusses key topics that will be covered in the course including inclusion, identifying students with exceptionalities, working with families and support agencies, and teachers' roles in supporting exceptional students. The document also lists various provincial outreach programs and resources available to teachers for assisting students with special needs.
The Work of the Educational Psychologist
Educational psychologists help children and young people facing challenges in educational settings by assessing needs, consulting with others, and providing interventions. They focus on academic, emotional, social, and physical needs. A typical week involves observing and assessing students, consulting with teachers and parents, running interventions and training, and collaborating with other professionals. Educational psychologists undergo doctoral training and work in schools, authorities, and independently. While the work faces challenges like limited resources, it is also varied, allows influence over policy, and provides opportunities to help students.
Choosing the right school!
This document provides guidance to parents on choosing the right school for their child. It outlines a 4-step process: 1) Consider your child's needs, learning style, and family situation; 2) Gather information about schools' curriculum, academics, safety, activities and more; 3) Visit schools; 4) Apply to selected schools. Key factors discussed include a school's academic rigor, teaching approach, test scores, behavior policies, facilities, and extracurricular offerings. The document aims to help parents find a school that brings out the best in their child.
Guidance Sec&Sr Sec
The document discusses guidance programs at the secondary and senior secondary school levels. At the secondary level, the objectives are to familiarize students with academic challenges, help develop good study habits, introduce career options, and provide support to low achievers. Suggested activities include talks on exams and study skills, career surveys, and counseling referrals.
For senior secondary students, objectives are to facilitate the transition to higher secondary education, introduce career paths, explain options after Class 12, and guide self-development. Guidance services discussed include orientation, career counseling, developing study skills, addressing adolescent issues, emotional intelligence training, and supporting self-appraisal.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
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Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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